摘要
近年来,校外教育在我国迅速扩张发展,并越来越多地被家长作为支持孩子学业发展的一种选择。校外教育需求可能受家长客观资源条件的制约,同时会受家长主观意愿的影响,而且这两类因素可能产生联合影响,因为主观意愿一般会受到客观条件的影响。本研究使用"中国家庭追踪调查"2014年的数据,在家长主义的视角下,运用结构方程模型分析我国义务教育阶段学生校外教育需求的家长影响因素。基于全国样本,研究证实了家长的收入、受教育水平和教育期望对校外教育需求有直接和间接的积极影响,教育责任建构是其中的调节变量。针对城市家长和农村家长的多群组分析发现家长因素对校外教育需求的影响模式存在一定的群体差异:农村家长的职业对其校外教育需求没有显著影响,而城市家长的职业有直接和间接的正向影响;无论是直接还是间接发生,收入对校外教育需求的正向影响在城市家长群体中都比在农村家长群体中更大。
Private supplementary tutoring has greatly expanded and intensified in recent years in China.It has been increasingly used by parents as part of wider strategies to assist their children’s educational careers.Demand for private tutoring may be affected by parents’socioeconomic resources and attitudes towards education;and these parental factors may take effect in a joint way since people’s socioeconomic resources are found to impact their attitudes.The present study drew upon data from the 2014 iteration of the China Family Panel Studies(CFPS)to investigate the influential parental factors of demand for private tutoring with a theoretical lens of parentocracy.The Structural Equation Modeling(SEM)analysis confirmed that parental income,education,and aspirations on children’s education had both direct and indirect positive effects through the mediating factor of role construction on demand for tutoring.A multiple-group analysis was further conducted,and the difference in the patterns for urban and rural parents was explored.The parental occupation had no impact on demand for tutoring for rural parents but had both direct and indirect effects for urban parents.Both direct and indirect effects of household income on demand for tutoring were greater for urban parents than for rural parents.
作者
刘钧燕
LIU Junyan(The Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062,China)
出处
《全球教育展望》
CSSCI
北大核心
2020年第2期83-95,共13页
Global Education
关键词
需求
家长主义
校外教育
教育责任建构
社会经济资源
private supplementary tutoring
demand
parentocracy
role construction
socioeconomic resources
作者简介
刘钧燕,华东师范大学课程与教学研究所副研究员(上海200062)
